Hubungan antara Kesedaran Metakognisi, Motivasi dan Pencapaian Akademik Pelajar Universiti

Review of literature showed the importance of metacognition and motivation on students learning. However, research incorporating both factors in Malaysia is still scarce. This study was conducted to examine the relationship between metacognition, motivation, and academic achievement among university students. The sample consisted of 374 Second Year university students drawn from five residence colleges in University Kebangsaan Malaysia. Data was collected using self-report questionnaire measuring metacognitive awareness, motivational factors, and academic achievement. Based on theory and review of past research, a structural model of relationship among the variables in the study was hypothesized and tested using the Structural Equation Modeling (SEM) technique. Results of the study showed that metacognitive a wareness had a direct, positive relationship with academic achievement while performance goal orientation had a direct but negative relationship with academic achievement. The results also showed that self-efficacy and learning goal orientation were indirectly related to academic achievement via metacognitive awareness. In summary, results of this study provide evidence in support of the relationship between metacognition and motivation and the role of motivation as mediator in improving academic achievement among university students. It is suggested that future research and intervention programme aim to help improve achievement among university student taking into account the important of both factors